CHAPTER 1 Introduction 1.1 The ROSETE Program 1.2 Research Problems 1.3 Research Focus 1.4 Case Study as the Research Approach 1.4.1 Site Selection 1.4.2 Participant Recruitment 1.4.3 Data Collection 1.5 Structure of Argurnent CHAPTER 2 Curriculum Construction for Chinese Language Teaching and Learning 2.1 Concems Occurring in the Process of Curriculum Construction 2.2 Repositioning Content Sources for Curriculum Construction 2.3 Problems in the Australian Curriculum for Chinese Teaching and Learning 2.4 Conclusion CHAPTER 3 Sociolinguistic Activities-Based Approach to Curriculum Construction for Chinese Language Teaching and Learning 3.1 Sociolinguistics for Language Research 3.2 Sociolinguistic Activities for Foreign/Second Language Learning 3.3 Conclusion CHAPTER 4 Student-Centred Pedagogy as a 'Remedy' for Knowing Australian Local School Students CHAPTER 5 Language as a Local Practice 5.1 Shifting from Language to Languaging and Translanguaging 5.2 Situated Learning 5.3 Social Practices for Languaging and Translanguaging CHAPTER 6 Constructing a Translanguaging Space 6.1 Negotiable Structure for Mobilising Students' Agency 6.2 Community of Practice for Knowledge Co-Construction CHAPTER 7 Deployment of Students' Funds of Knowledge 7.1 The Concept of Funds of Knowledge 7.2 Practical Applications of Funds of Knowledge in Education Context 7.3 Prior Knowledge 7.4 Existing Knowledge 7.5 Powerful Knowledge 7.6 Conclusion CHAPTER 8 What to Teach? -- Generating Loealised Chinese Learning Content from Students' Daily Recurring Sociolinguistic Activities 8.1 Knowing Local Students' Daily Recurring Sociolinguistic Activities in School-Based Community 8.1.1 Gender-Neutral Sports 8.1.2 Birthday Celebration 8.1.3 Mathematical Calculations 8.1.4 Canteen Shopping 8.1.5 Chess 8.2 Eliciting Learnable Chinese Teaching Content from Students』Daily Recurring Sociolinguistic Activities 8.2.1 Spots Activities-Based Learning Content 8.2.2 Celebratory Song—Based Learning Content 8.2.3 Mathematical Calculation-Based Learning Content 8.2.4 Canteen Shopping—Based Learning Content 8.2.5 Chess Gaming-Based Leaming Content 8.3 Encounters of 'liangticaiyi'(量體裁衣)，'jiudiqucai'(就地取材)and 'zhurenweng yishi'(主人翁意識)in the process of generating the localised learning content 8.4 Conclusion CHAPTER 9 How to Teach?一Utilizing Multidimensional Student-Centered Instruction Strategies to Mobilise Students』Funds of Knowledge
9.1 Xiwenlejian-喜聞樂見activities 9.1.1 Teaching Linguistic Terms Identified from Playing Handball 9.1.2 Teaching Linguistic Terms Identified from Playing Ping Pong 9.1.3 Teaching Linguistic Terms Identified from Playing Basketball 9.2 Langlangshangkou-朗朗上口melody 9.3 Ranghuiguantong-融會貫通 9.4 Huishenghuise-繪聲繪色 9.5 Wujingiyong-物盡「棋」(其)用，renjinqcai-人盡「棋」(其)才 9.6 Students' Funds of Knowledge-Oriented Instruction Strategies 9 7 Conclusion CHAPTER 10 Students' Sociolinguistic Activities-Based and Funds of Knowledge-Oriented Curriculum Construction for Making Chinese Learnable 10.1 Conceptualising Students' Sociolinguistic Activities and Funds of Knowledge for Learning of Chinese Language 10.2 Students' Sociolinguistic Activities-Based and Funds of Knowledge-Oriented Approach for Constructing Localised Student-Centred Chinese Curriculum 10.3 Limitations and Recommendations for Future Research 10.4 Theoretical and Practical Contributions and Implications of this Study References Glossary
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